Running Head Literacy Case Study .......... Literacy Case

Running head: LITERACY CASE STUDY Literacy Case Study: Angel Juarez Age: 7 Alexandria Wallace 04 April 2017 Arizona State University Literacy Case Study Background Information/ Observational Notes/ Interview Background Information The reason for this case study is to assess the reading skills of a 2nd grader, Angel. He is a seven-year-old boy. The areas of assessment will include phonemic awareness, phonics, fluency, and comprehension. It was discussed that he just did not perform well on DIBELS. However, after seeing this result more than once, it was said by his teacher, Ms. C., that he is a struggling reader, well below benchmark. Angel attends Isaac E Imes Elementary School located†¦show more content†¦He remains on task, even when others in his group are distracted or off task. This is definitely a strength to his character as a learner. Angel’s weakness is that he is shy. His shyness often interferes with him seeking help with reading when needed. His interaction with peers is very respectful. He does not cause any conflicts with anyone. He tries to help others stay on task during reading centers. In regard to how he learns, Angel works really hard at completing tas ks on his own. The reading centers help him to learn from others as well. The reading strategy Angel used during the observation was breaking apart words to sound them out before blending the words together. Reading Inventory The Burke Reading Interview with Angel took place on February 17, 2017 in the back of the classroom, at the round table. This interview introduced Angel to the subject of reading and allowed him to talk freely about what he liked and disliked about reading, as well as experiences that he has had with reading in the past. Angel says that he learned to read through reading little, easy books and from his mom and dad who would read to him every night. He said that they continue to read to him every night. He believes that he is a good reader because he practices reading every day. He claims that when he comes to something that he does not know, he just asks the teacher and never does anything else to figure it out. My observation ofShow MoreRelatedThe Usage of Textisms Is Not Causing Illiteracy2179 Words   |  9 PagesRunning head: THE USAGE OF TEXTISMS IS NOT CAUSING ILLITERACY The Usage of Textisms is Not Causing Illiteracy in Young People ASB 344 1 Running head: THE USAGE OF TEXTISMS IS NOT CAUSING ILLITERACY 2 The Usage of Textisms is Not Causing Illiteracy in Young People Recently, cell-phone SMS texting has become an indispensable tool in communication among young people as it has surpassed all other common forms of interaction in frequency of use. According to Pew Research Center‟s communication Read MoreGeneral Education Classroom Teachers Are Responsible For Providing The Primary Instruction For English Language Learners1107 Words   |  5 Pagesfor providing the primary instruction for English Language Learners (ELLs) development in English literacy skills (Thompson, 2004). Supplying ample resources to accommodate ELLs inside and outside of the classroom are essential as the number of ELL students has grown steadily. According to research, â€Å"one out of four of all children in the United States are from immigrant families, and in most cases these children speak a language other than English at home† (Samson Collins, 2012 p. 4). 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Thomas Grand Canyon University UNV 530 July 18, 2012 Running Head: Issues Regarding English as a Second Action Research Proposal 2 Table of Contents Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Page Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Page Problem StatementRead MoreMain Features Of The September Guarantee Scheme1655 Words   |  7 Pagesaimed at young people who were aged 14-18 years old. The main features of the September guarantee scheme are as follows: à ¢Ã¢â€š ¬Ã‚ ¢ The participation age for this scheme is presently up to the age of 18. à ¢Ã¢â€š ¬Ã‚ ¢ Young people can now continue with full time studies in school or college or with an independent training provider. 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Woman as the Other and as the Other Woman Free Essays

Simone de Beauvoir (1908-1986), French existentialist, writer, and social essayist, passed on just over two decades ago. Putting it this way makes her ideas so much more alive. She did not just write about how she lived. We will write a custom essay sample on Woman as the Other and as the Other Woman or any similar topic only for you Order Now She wrote, and she lived what she wrote about: she refused to be the Other, but she was also, in a manner of putting it, the Other Woman. Simone’s Life and Love(s) in Philosophy Simone de Beauvoir is now noted and appreciated as a philosopher. She was not always considered a philosopher however, but a writer, and has only been given the distinction of being a noted philosopher in more recent years. Her works became considered â€Å"philosophical† only after her death. Beauvoir was born in France in 1908. She belonged to a bourgeoisie family, and had one sister. As a teenager, she declared herself an atheist, and devoted her life to feminism and writing (Marvin, 2000). Apparently, her parent’s disposition and stature were a major influence on her. Her father was extremely interested in pursuing a career in theater, but because of his societal position (and with a noble lineage), he became a lawyer (which was expected), and hated it. Her mother, on the other hand, was a strict Catholic. Some authors have noted that Simone struggled between her mother’s religious morals and her father’s more pagan inclinations, and this purportedly led to her atheism and shaped her philosophical work. As a child, Simone was religious and had a relationship with God. She wrote in early work about her thankfulness that heaven had given her the immediately family that she had, but this feeling (at least the religious aspects of it) dissipated as she aged (Flaherty, 2008). When she was around 15, Simone de Beauvoir decided she would be a famous writer. She did well in many subjects, but was especially attracted to philosophy, which she went on to study at the University of Paris. There she met many other young creative geniuses, including Jean-Paul Sartre, who became her best friend and life-long companion. The group of friends that she spent her time with was considered a â€Å"bad† group, a circle of rebels. Such perceptions did not matter however for Simone and Sartre whose fondness for each other only grew over the years. Their works were frequently linked as they read and critiqued each other’s writings, and she was sort of considered as his ‘student’ — the Other. However, she was not just the Other, she was a significant Other, as it were. Their relationship became intimate and Sartre even proposed to her. She however declined the proposal because she felt that marriage was such a constricting institution and that they should, instead, be free to love â€Å"others† (Flaherty, 2008). After graduating from the university, Simone lived with her grandmother and taught at a lycee, or high school. She taught philosophy at several schools throughout her life, which allowed her to live comfortably. She spent her free time going to cafes, writing, and giving talks. In Berlin, she spent time with Sartre and they got linked with two female students, the sisters Olga and Wanda Kosakiewicz. Sartre initially pursued Olga but later had an affair with Wanda. Note that he and Simone had agreed that they would be free to love others. During this time, Simone got very sick and spent some time in a sanitarium. By the time she left the sanitarium, Olga was married, and Wanda and Sartre were no longer lovers (Flaherty, 2008). This phase in her life, one could perhaps say, highlighted her journey as the Other Woman. Simone traveled around the world later in her life, lecturing. She came to the United States in the 1940s and met another man, Algren. He proposed to her, but she opted to stay with Sartre instead. Also during her travels, Simone participated, with Sartre, in the 1967 â€Å"Bertrand Russell Tribunal of War Crimes in Vietnam. † There she met several noted leaders, including Khrushchev and Castro; however, unlike Sartre, she did not particularly enjoy being in the public spotlight. (Gascoigne, 2002) In 1981, when Sartre died, Simone wrote a memoir about him. After this, she continued to take drugs and drink alcohol, which contributed to her mental decay. She and Sartre had always taken drugs and alcohol. Simone frequently became drunk throughout her life. She died in 1986, and was buried beside Sartre’s remains (Gascoigne, 2002). Beauvoir’s Views: My Reflections Beauvoir strictly considered herself a writer, not a philosopher. Others did not see her as a philosopher because, in what may today be described as sexism, she was a woman and thus inferior in some ways. Moreover, she was also seen as merely a student of Sartre and not as a philosopher in her own right. On top of it all, she was a woman who wrote about women. It must be pointed out that this field of study was not truly accepted in the academe until very recently; hence, Beauvoir’s work was not accepted as being philosophical during her time. She was indeed heavily overshadowed by Sartre, especially because some of her work reflects his (Bergoffen, 2004). Beauvoir’s philosophical ideas focused on how truths in life were revealed in literature. She wrote several essays, including â€Å"Literature and the Metaphysical Essay† (1946) and â€Å"Mon Experience d’Ecrivain,† which translates to ‘My Experience as a Writer’ (1956). Her works include both fiction and non-fiction, all in regards to studying literature in reaction to human relationships and thoughts (Bergoffen, 2004). Truly life is mirrored by literature, but literature is also a part of life, and life can be shaped by literary work. In the life and works of this trailblazing feminist writer-philosopher, one can see the reality of literature as a potent force not only of self-expression but also of life changing. Feminism was of primary importance to Beauvoir, and she is considered to be one of the pioneers of the movement. In fact, Beauvoir is best known for her feminist work, â€Å"The Second Sex,† now a classic of feminist literature (Eiermann). In this work, she looks at the role of women in society, and the advantages and disadvantages that she, herself, faced. It was initially not thought of as a philosophical work because it dealt with sex, which, during the Victorian era, was not a subject openly discussed. In reality, the book closely examines patriarchal society and its impact on women, and calls for women to take action against these oppressions. It fired up women of later generations to fight for political, social, and personal change. The book remains debated to this day because of the way it addresses the issues, but it is still considered a major early book on feminism (Bergoffen, 2004). Here she put an exclamation point on her observations of Woman in society being seen and treated merely as the Other. Beauvoir is also known for an earlier work, Force of Circumstance. â€Å"Within this piece she discussed vital issues of the day-confusion and rage regarding human freedoms and the French/Algerian War† (Flaherty, 2008). Human freedom was a big issue that was crucial in Beauvoir’s work. She was particularly concerned that people needed to be free. This is reflected in the way she lived her own life, and in the way she lectured others. She walked her talk, and was for some time describable perhaps (albeit from a rather sexist perspective) as being the Other Woman, with no rancor, in Sarte’s life. She Came to Stay (1943) is another work that deals with freedom. This is a novel that deals with â€Å"reflections on our relationship to time, to each other, to ourselves† (Bergoffen, 2004). The work doesn’t fit a traditional philosophical framework, where questions are brought to a close and fully answered. Instead it only explores questions by looking at the lives and interactions of the main characters. In this novel, a murder is committed because of a character’s desire for freedom, and the novel examines if the murder was just or not, among other issues surrounding the situation. This work is frequently considered her first true philosophical work (Bergoffen, 2004). How many times have this student been asked this question in real life by friends and particular circumstances: freedom or life? There is something profoundly unsettling in the questions that Beauvoir’s works raises. In She Came to Stay, purportedly a fictionalized chronicle of Beauvoir and Sartre’s relationship with the sisters Olga and Wanda, we are treated to an exploration of complex personal relationships. Olga was one of her students in the Rouen secondary school where she taught during the early 30s. In the novel, Olga and Wanda are made into one character with whom fictionalized versions of Beauvoir and Sartre have intimate relationships. The novel delves into Beauvoir and Sartre’s complex relationship. She wrote about her life, and she lived her writings. With what she wrote, she pursued her questioning, her philosophizing. Pyrrhus and Cineas (1944) is Beauvoir’s first philosophical essay and a major turning point in her life as a writer. This essay looks at questions like â€Å"What are the criteria of ethical action? † â€Å"How can I distinguish ethical from unethical political projects? † â€Å"What are the principles of ethical relationships? † â€Å"Can violence ever be justified? † The essay looks at the moral, political, and other implications of these questions, and further explores the notion of freedom, relationships, and violence. Simone was not sure if violence was truly justified, but concludes that it is ‘neither evil nor avoidable. ’ The questions are not truly resolved in this work, much like in her previous work (Bergoffen, 2004). Then there is Ethics of Ambiguity (1947), which further looks at ethical questions regarding freedom, and the difference between childhood and adulthood. According to Beauvoir, children ‘live in mystery,’ and they should. However, she posits that children should also be forced to be adults and there could be violations of freedom involved in this. This work expands on the idea of freedom from the previous work, and looks at new dimensions of it (Bergoffen, 2004). Two themes seem to appear most prominently in the work of Beauvoir: Freedom and Feminism. The Feminine is made an agent of freedom and is problematized so in the work of Beauvoir. Today, many still turn to her work for we can see the realities that her work reflects. We still find Woman as the Other — in some societies with her multiple burdens given her second-class status. Even in the supposedly modern nation that is the U. S. we find gender an unsettling concern in electoral politics. More broadly, freedom remains a problematic ideal in the globalizing world. Many states (e. g. , North Korea, China, Cuba, the young Republics in Eastern Europe) remain unstable at their core having had to grapple with forces of change and freedom from within and from outside their societies and territories. At another level, the world is not lacking with individuals and groups with their various advocacies aimed at expanding the limits of freedom in civil society. Today the woman question has become the bigger concern that is Gender. This student now more fully realizes that gender is a social-psychological thing while sex is a biological or physical matter. The Woman is more than her body after is all. To be Woman is a choice, is a matter of freedom. The definition of gender lies not in the body. Gender is the realization of what you think and feel you are, and what you prefer as a lifestyle, to put it broadly. How to cite Woman as the Other and as the Other Woman, Papers

Interior Monologue free essay sample

Just keep calm and stay low. I cant breathe. Theres too much smoke. I have to find my little brother. Mom says that she couldnt find him. I can feel my throat closing up. I cant quit looking. Maybe he is still asleep In his bed. Wait! I hear someone calling me. Henry? It does not sound like my little brothers voice. It must be my mother calling from outside. Ouch, what was that? I Just kneeled on a comb. That must mean Im In the bathroom now. Everything looks different In a fog. Its so disorienting. Why cant I crawl any faster!Just a few more feet until my brothers bedroom. I cant open his door; It must be locked. Ill have to kick It down, but I dont think Im strong enough. Oh how I wish the firemen would get to our house. We will write a custom essay sample on Interior Monologue or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Its been ten minutes, and they havent come. One, two, three, ugh! I can do this. Okay, one more time. Ready, ugh! Finally, the door Is down. Where Is he? Why cant he hear me calling him? There I see him, but It looks like he passed out on his bed from the smoke. I have to carry him out fast before the house collapses. Oh, please be alive, Henry. Just a few more steps and ere out.Im feeling so light headed. I must. Where am l? Why cant I open my eyes? I hear beeping and why is everyone talking about me? I think Im in a hospital. What?! What do they mean I may not make it? Was sleeping peacefully in my bed when all the sudden Wait. I remember now. Our house was burning down and I had to save Henry. We were almost out of the flames. Wheres Henry? Why do they keep holding me down? They dont understand. I have to see my little brother right now. I need to know that he is okay. I will not stop shouting. I have to make them understand!

m t Essays - SM Town, My Tam, S.E.S., Shinhwa,

Phan Thi M T?m was born in the city of Da Nang in 1981. She started learning ballet for 3 years from the age of 6 before moving to learning instruments such as guitar and organ. She enjoyed singing, but was never aware of her ability, and also never regarded singing as a career. She got the first ward in her secondary school's singing competition and was chosen for the municipal competition. She got the first award for the city's solo singing competition and then the Gold Award for Beautiful Voice Spring 1997. She was chosen for the Military School of Art in Hanoi. However, due to her family's condition, she decided to enter Ho Chi Minh City Conservatory for a 4 year course, learning vocal training. She graduated as a top student from the course. [edit]Career [edit]1999 - 2000: Career debut She quickly got a contract with Vafaco record company in 1999 and participted in many singing teams. My Tam has gained many awards in various singing competitions. At the start of 1999, My Tam made her first demo for the song "Please, baby" by Nguyen Ha, an important person in building the image of My Tam at the sarting point of her career. After that, she composed the song "Love Forever", a soft ballad, together with Nguyen Quang. The two songs were later included in her debut "Love Forever" album. After her contract with Vafaco ended in 2000, My Tam began to attract attention when she cut her long hair typical of female students and colour her hair yellowish-brown in a Korean style. She also changed the way she clothed in a more sexually attractive way. Following this period, she attained the bronze medal at the "Asian Music Festival" held in Shanghai at the end of 2000 when she was working in the Music Center in Ho Chi Minh City. This was a very significant achievement for her. She graduated in 2001 and became active in the music market. [edit]2001 - 2002: Early success In these two years, My Tam released 2 albums: "Love Forever" and "Not Only Me", 1 VCD Single "Sing With the River", 2 CDs Single "Dawn of Love (Japanese song)" and "The Guitar of Students". Her first major hit Toc nau moi tram (Brown Hair Dark Lips), an uptempo dance record from her first album "Love Forever", was to impact the fashion trend with many young girls changing their hair to dark yellow to look like My Tam. Her self-composed title song of the first album "Love forever" established her as a young songwriter. Two other hits "My love Candle" and "Foolish live" were significantly popular in Karaoke during the period. Her next big hit "Twenty", was a present from her long time musician Quoc Bao in celebration of her twentieth birthday. The song was about the youthful energy that a 20-year-old girl could dedicate to life and became young women's anthem. It was an important song from her first album, as many young female students in university at that time performed the song in various public occasions. Together with Brown Hair Dark Lips, Twenty made My Tam a new influence in Vietnamese music industry. Another hit "Please, baby/ Nhe Anh" was also a success, accompan ied by a popular music video. However, the success of "Please, baby" was hampered by copyright issue, a major concern in the industry. "Love Forever" sold 5.400 copies. Her first CD single "The Student Guitar", became an instant success due to its appeal to My Tam's original audience, the students in their 20s. The song quickly became the ionic song of early 2000s and tied her to the tertiary level students as her greatest fan base. This served as the basis for her 2004 tour around various universities across the country. Up to now, "The Student Guitar" was used frequently in the media to portray the lives of students as warm, romantic and artistic. The song firmly established My Tam as a pop icon, propelled her to become the number one rising star in the industry. It remained her signature song. "The Student Guitar" was also included as the second track in her first VCD single "Sing with the River" released on May 2002 to capture its success.

How to Motivate Yourself to Study After Summer

How to Motivate Yourself to Study After Summer Fall semester is coming! After a summer of working, travelling, and having fun with friends, it can be hard to settle back down into a regular study routine. That’s especially true if you’re a naturally active person. Here are seven easy ways to get back into the groove. 1. Take Small Bites As with any new task, setting tough goals will discourage you before you even get started. For example, to someone who is out of shape, walking even half a mile might sound overwhelming. But you don’t have to fall into the trap of all-or-nothing thinking. The new exerciser might start by simply walking to the end of the driveway to get the mail. It sounds silly, but it’s better than sitting on the couch, and just getting outside often encourages people to walk farther than they planned. When it comes to studying, at first you might sit down for just 10 to 15 minutes at a time. As you get more used to focusing, gradually increase the length of your study sessions until you can get through 30 to 60 minutes of continuous work before taking a break. 2. Pair Up Study groups are a great idea, because your study mates will hold you accountable. You’ll have to show up at a certain time and be somewhat prepared. Not fond of large groups? See if you can find just one person in your class who’s willing to be your personal study buddy. The two of you can meet in the library, under a tree, or in many other quiet places on campus. 3. Start a Ritual After a full day of classes, workouts, and possibly a part-time job, it may be hard to wind down and get into study mode. Try to come up with a pre-study action that sends a signal to your brain that it’s time to quiet down and get to work. Just like Pavlov’s dogs learned to respond to a bell, you can come up with your own personal activation ritual. You might meditate for five minutes, put on some classical music, pop in a piece of gum, or type out everything that’s on your mind into a journal so you can empty your mind of distracting thoughts. 4. Create Space Whether you prefer to study on your bed or at a desk, you should create an environment that makes you want to spend time in it. If you’re going to study on your bed, make the bed so it doesn’t invite you to take a nap instead. Have a small table beside you where you can set all your supplies. If you like to sit at a desk, make sure the surface isn’t too cluttered to use. Be sure your chair is comfortable and is at the right height for keyboarding on your laptop. Of course, you can always find a study carrel at the library if that works better for you. 5. Think Ahead It might sound silly, but use the restroom before you sit down to study. Turn off your phone. Turn on a fan or adjust the blinds to block the afternoon sun. Take care of anything that might pop up in the middle of your study period and tempt you to get up and walk away. Get a bottle of water and a snack ready beforehand, and have it within reach of wherever you’re sitting. 6. Reward Yourself Everybody likes to be rewarded for good behavior. Your reward for studying is good grades, but those reports may be months away. What’s the pay off now? Well, create your own by building rewards into your study plan. First of all, schedule regular breaks every half-hour or hour. Next, make a list of things you want to buy or do, and make a note of how many hours you have to study before you can get what you want. It’ll keep you going! 7. Face Facts Still not motivated to study? Take a look at the last semester’s grade report, your tuition bill, or that letter about your academic probation. On the more positive side, remind yourself of your larger goal to graduate with honours or fulfill your career dreams. The cold, hard facts of life will get your nose into those books in no time.

TYPES/CATEGORIES OF EXPERT SYSTEM

TYPES/CATEGORIES OF EXPERT SYSTEM An expert system is designed to solve problems and to produce advices as outputs. The expert system applications can be used for: ADVICE SYSTEMS This system is used to give information to the user on a course of action. For example, oil companies use expert system like GeoQuest and GeoPlay to advise on the most likely places to drill for oil. CLASSIFICATION SYSTEMS This system can identify and grade information. For example, botanist use expert system to classify rare plants. DIAGNOSIS SYSTEMS This system can predict or determine the cause of problem. For example, medical experts are used to diagnose illness and diseases. PLANNING SYSTEMS This system can design or prepare an itinerary or schedule. For example, PowerGen uses the SHIRAS deductive database to plan shift patterns. PREDICTIONS SYSTEMS This system can give forecast future events resolving in solving problems from the past. For example, Metasite predict hot spots in the molecule to help chemists focus their design of compounds to optimize CYP, FMO3, and AOX1 mediated metabolism. GENERATIONS OF OPTIONS This system can generate alternative solutions to a problem. DEBUGGING AND REPAIR SYSTEMS A debugging and repair expert system can generate and administer remedies for system faults. For example, COOKER ADVISER provides repair advice with respect to canned soup sterilizing machines. (Joshik, n.d.) CATEGORIES OF EXPERT SYSTEM FOR PROPOSED SYSTEM The proposed system can be categorized as advice system as it gives information to the user on course of action. This is because our project recommends engineering fields to take for A level students on user’s preferences and requirements. For example, at the beginning of the system Julia will ask the user what field the student wants to enter in, if the user has no idea, a series of questions will be asked by Julia to recommend a suitable field for the student. The system will assist the student throughout till it satisfied with all the possible question asked and will be answered based on the input given. Another expert system proposed is the help of scheduling planning which is well built for the student to prepare them for any engineering course. After the student has input its interest and the system has decided the best solution it will then display a schedule or plan on how to proceed without having any problems.

United States History - Great Depression Essay Example | Topics and Well Written Essays - 6750 words

United States History - Great Depression - Essay Example This essay focuses on the Great Depression that mostly unnerved African Americans in south. Faced with the double burden of racism and Depression - induced poverty, black people struggled to survive. Because blacks were disproportionately employed in the service sector, they were particularly vulnerable to the economic crisis that forced even well-to-do residents to scale back on luxuries like keeping servants, dining out, and traveling by rail. Blacks dared to hope for progress not perfection and the intermixture of symbolic and substantive assistance, of rhetoric and recognition, swelled further hope in the formerly disheartened. Despite the fact that little had changed for the better in the concrete aspects of life for most black southerners, a belief that "we are on our way" took root. Blacks associated the New Deal with it, and idolized Franklin D. Roosevelt for it. Given the heritage of racism they credited the New Deal with establishing government precedents favorable to black s, with making civil rights a part of the national liberal agenda, with generating reform and, as never before in our nation's history, propounding the federal government's responsibility in race relations. These changes that were analyzed in the essay did little to ameliorate the continuity of racism staining the New Deal, but they would help transform the despair, the discouragement, the dreadful apathy of black southerners into a fighting conviction of a better world that could soon and surely be achieved.